Sandon JMI School Development Plan

Transcription

1 Sandon JMI School Development Plan

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3 Contents: Sandon JMI School Development Plan Co-ordinator Responsibilities Page 5 SEN Page 51 Raising Achievement Plan (RAP) Page 6 Science Page 54 Main Priorities Page 12 Staff Development Page 56 Art and D & T Page 14 Assessment Page 17 Attendance Page 20 Behaviour Page 21 Building, Repairs & Maintenance Page 22 Early Years Page 24 Equality Page 26 Extended Schools Page 27 Governors Page 29 I.C.T Page 32 Literacy Page 34 MFL Page 37 Music Page 39 Numeracy Page 40 P.E Page 42 PHSE/SMSC Page 44 R.E Page 46 Safeguarding Page 48 3

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5 Literacy Numeracy Science I.C.T. Music PSHE P.E. MFL R.E. Art D & T Assessment SENCo INCo/G&T Early Years RM ET MG MB Whole School RM RR MG/LA MG EMG EMG RM RM ET EMG Co-ordinators Responsibilities. 5

6 Sandon Primary School Plan for Raising Attainment Priority 1: Raising attainment and accelerating progress Schools results July 2012: KS2 Literacy SAT - 79% level 4+ 43% level 5 KS2 Numeracy SAT - 60% level 4+ 19% level 5 14% level 6 KS1 Literacy : 90% Level 2+ (60% 2b+) (20% Level 3) KS1 Numeracy: 90% level 2+ (60% 2b+) (20% Level 3) School Targets 2013: KS2 Literacy SAT Target 75% level 4+ (30% level 5) (Floor target 80%. Indicators in Sept tell us that it unlikely we will meet floor target this year) KS2 Numeracy SAT Target 85% level 4+ (40% level 5) YR5 Literacy target 85% Level 3b and above (50% level 4) YR 5 Numeracy target 80% Level 3b and above (30% Level 4) YR 4 Literacy target 85% Level 3 and above (35% Level 3b+) YR 4 Numeracy target 85% Level 3 and above (35% Level 3b+) YR 3 Literacy target 70% Level 3 and above (45% Level 3b+) Yr 3 Numeracy target 50% Level 3 and above (23% Level 3b+) KS1 SAT (YR2) Literacy target Level % - Level 2b+ 75% - Level 3+ 40% 6

7 KS1 SAT (YR2) Numeracy target Level % - Level 2b+ 85% - Level 3+ 40% YR1 Literacy target Level 1+ 95% - Level 2+ 20% YR1 Numeracy target Level 1+ 95% - Level 2+ 30% Phonic Screening test target 80% pass rate Review Dates (Pupil Progress meetings): Term 1 - October 2012 Term 2 February 2013 Term 3 June 2013 Outcomes of these Pupil Progress meetings are fed back to Curriculum Committee and at Full Staff Meeting. Whole school Action Plan: Objective 1:1 To improve the standard of writing across the school. Specific action (dated) Whole staff training on the Big Write programme. (November 2012) Big Write programme introduced across the school to supplement literacy teaching practice by January To ensure a minimum of one piece of work from each child is assessed each half term using the APP criteria. This Success criteria Staff attendance at training event Class weekly timetables include Big Write principles and practice. Accurate up to date records of children s progress are compiled. Resource implication Cost of course Cost shared by offering places on course to other schools. Time Table implication. One morning a week given to Big Write activity and 5 short VCOP sessions a week Person/s responsible MG to book All staff attend All teaching staff to implement Big Write All teaching staff to co-ordinate assessment Rmo to organise assessment moderation. Review notes: (Review carried out following Pupil Progress meetings) Review point 1: (29/01/13) Strengths - Training completed Nov Big Write has been introduced into classes as of January MG has carried out one literacy book scrutiny during autumn term. Areas for continued focus - Due to concerns over KS2 results, impact of BW will be monitored more closely in class 3. - Second Literacy Book 7

8 assessment is moderated by pairing staff members. Literacy Scrutiny carried out once a term on all literacy books. All books collected and Scrutiny carried out by MG and RM each term. Report compiled and fed back to all staff Time - One staff mtg every half term. Time RM MG t time for scrutiny. Approx one Morning a term. MG and RM to carry out Book Scrutiny s Scrutiny needs to be held after half term. - Observations of BW to be carried out after half term. - Assessment carried out using work from start of BW and 6 weeks in to monitor impact. Objective 1.2 To improve the level of reading comprehen sion across the school. Specific Action (Dated) Introduction of the Accelerated Reading Program across the school. (Sept 2012) All ch assessed using the STAR test each half term and these results are monitored through the established pupil progress meetings. Success criteria Staff trained and using the AR scheme within class as of Sept Staff using the AR tracking systems to inform individual child target setting. Each class teacher to keep a record of children s reading Resource implication Cost of program approx 1800yr1 then 800 each year thereafter. Staff time to label books and set out the scheme initially (Approx 50hrs TA level). Additional books purchased and old ones replaced. Mostly funded through FOSS, donations Person/s responsible RMo (Literacy co-ordinator to lead the project.) RMo to carry out staff training July and Sept RMo to communicate with parents about the changes to the reading scheme during the first Review notes: (Review carried out following Pupil Progress Meetings) Review point 1: Strengths - AR scheme successfully introduced Sept Staff training and meeting for parents carried out first half term. - Further books purchased for the scheme. - Records starting to be collated of children s progress. Areas for continued focus - RMo to work with ET and LA to help them read and interpret data from the AR scheme and to make 8

9 Objective 1.3 To trial and introduce Morning Maths Meetings across the school Specific Action (Dated) 10 Minute Daily Morning Maths meetings (MMM) are to be trialled and then introduced across the school. Trail to start in Class 3 from September 2012 with the whole school joining the scheme by January The aim is to enhance children s mathematical thinking and discussion by Success Criteria The measure is mostly qualitative rather than quantitative. Numeracy coordinator launching MMM trial by Sept All teaching Staff received training on MMM by Dec 2012 and commissions from Puffin books and book fair. However, expected additional cost to school 250 Resource implication Staff twilight staff meeting training sessions x2 between Sept 12 and Dec 12. Num coordinators time putting resources together and training staff. MMM packs to be produced in each class. term. LR and SW to support RMo in setting up the scheme across the school ready for Sept Person/s responsible ET Numeracy Co-ordinator for the implementation of the initiative across the school. All teaching staff attend training. All teaching staff to implement into their daily timetable of adjustments in reading provision accordingly. - Due to KS2 assessments, LR to be working with selected YR6 ch to target reading comprehention. - RMo to work with MB to help and support her research assignment into AR and its effectiveness within the school. Review notes: (Review carried out following Pupil Progress Meetings) Review point 1: Strengths - MMM has been piloted in Class 3 since Sept MMM now in place within all classes from Jan 12. Areas for continued focus - ET to carry out observations of MMM in all classes and to feedback on their implementation. - ET to start to monitor the impact of the MMM. 9

10 providing a forum to explore and express ideas which works alongside and complements formal maths teaching. Numeracy Co-ordinator is running this scheme as part of her MAST course and is reviewing its impact throughout the year. All classes running MMM 4 mornings a week by Jan This is evidenced via timetabling. Num Co-ordinator starts to gather research on the effect the MMM is having on children s contributions in class. Sept 2012 May Approx cost 100 in printing and laminating. Num Coordinators time in observing MMM across the school during the Spring term. teaching by Jan Objective 1.4 To review and record the effectivene ss of interventio ns across the school. Specific Action Dated All children teacher assessed during the first half term of the year. Individual targets are set for children across the school. (Oct 2012) At each Pupil Progress meeting, every child is Success Criteria For all children to be making the required 2 sub levels of progress within a year. Pupil Progress meetings scheduled to be Resource implication Timetable allocation for children to receive interventions. Space in the school building for interventions Person/s Responsible Head Teacher, Deputy/SENCo, Class Teachers to carry out Pupil Progress Meetings and identify individuals requiring Review notes: (Review carried out following Pupil Progress Meetings) Review point 1: Strengths - MG to run Write Words intervention with identified children in class 3 three times a week. - Targeted VCOP intervention to be run 3 mornings a week for target group in class 3. 10

11 assessed in regards towards progress against individual targets. Where children are identified as not making the required progress, interventions will be discussed with the SENCO and put in place where necessary. Class Provision Maps to be drawn up for each class in the school following each Pupil Progress meeting to record children receiving additional support. held 3 times a year. Specific interventions being carried out in 6 week blocks. These are recorded fully using the intervention record sheet. Intervention reviewed after 6 weeks to examine impact and decide next step. Provision maps in place in each class. to be carried out TA/Support staff to be trained and supported to carry out specific interventions. Attendance external training events for specific interventions. Approx 500 Intervention specific resources for numeracy and literacy. Approx 200. intervention. Class Teachers and SENCO to work together to set up specific interventions. SENCO, Class Teachers and Support Staff to work together to run and monitor the interventions every 6 weeks. - Targeted numeracy teaching for specific group in class 3 2 full numeracy lessons a week and via ET once a week. - Target group in class 3 to receive additional reading with LR 3 times a week. Areas for continued focus - Close monitoring of all the above interventions with clear targets, baseline and assessment after 6 weeks of implementation. - Provision Maps to be updated for all classes across the school highlighting intervention provision. 11

12 Develop the provision for Main Priorities for Lead Margaret Gilbert and Ruth Moor Targets for 2011/12 Reading Bullying Outside Environment Impact and evaluation The profile of reading has been raised across the school this is evident in higher reading scores and greater engagement for all pupils. Extra support time is given to targeted pupils. We now have a consistent approach in the regular updating and recording of reading in all classes. The Big Write is being trialled across the school after a staff INSET in the Autumn Term Pupils feel safe in school and are aware of positive behaviours, staff are trained and feel confident using PBs. Talk Time Tuesdays ensure all pupils have a voice. Staff feel happier working creatively in the outside environment, when we can we schedule lessons outside. Targets for 2013/14 Increase progress and attainment in Writing across the school Review teaching of phonics in Reception and through Key Stage 1 Develop self evaluation systems to impact more positively on standards and progress Improve teaching and learning across the school to maximise progress and attainment in all classes. Tasks Personnel Resources Timescale Monitoring Process Impact Utilise assessment manager 7 in order to keep tracking as up to date as possible and available to staff. HT and DHT Time Staff meetings Ongoing Feedback to governors by way of a pupil progress report Early intervention activities increase attainment Review SEN interventions to assess impact on pupil progress on each one HT DHT Time July 2013 Termly Pupil Progress meetings and feedback to governors Greater pupil attainment 12

13 Concentrate on key elements of effective teaching and learning to bring about improving pupils progress and attainment through the school MG/RM HIP Whole Staff 200 supply cover July 2013 Work scrutiny. Staff meeting time and paired teaching. Lesson observation. Feedback at Pupil Progress meetings. Improved attainment. Staff are happy, feel supported and are empowered to try new initiatives. Raise standards of more able pupils in writing and mathematics Create RAP (raising achievement plan) to sit alongside SIP RM ET MG 200 New materials for new Grammar and punctuation tests. July 2013 Continue with Whole school writing tasks. APP Staff meetings on Numeracy Evidence of Big Write in every classroom New Grammar and punctuation assessment at end of Key Stage 2 RM Time April 2013 Encourage staff to focus closely on raising achievement Results at the end of both key stages should show improvement Standards driven up Ensure that NQT has support in place to develop her practice To encourage staff and pupils to work outside as much as possible. Evaluation processes: Improved results Tracking of pupils Pupil voice Teachers planning School Council minutes APP files MG/RM MG and whole staff 500 Courses and visits July 2013 Encourage take up of courses and networking with other NQTs. Visits to other schools to compare practice 200 Ongoing When staff are planning it is evident that outside areas are considered. Completion of NQT year and continuation of career at Sandon All pupils are happy to spend time on outside projects. Staff feel empowered to Plan and deliver lessons outside, and are encouraged to use our outside areas as much as possible. 13

14 Priority: To raise the profile of Art and Design Lead: Emma McGill Targets for 2012/2013 Evaluation To review and replace dispensable On going resources On going Pupils to show an increased awareness of On going Art Art to be celebrated in school more Targets for 2013/2014 To organise an Arts week to heighten the profile of Art, Design and Music To review and replace resources To review risk assessments Continue to develop portfolios of work Develop the use of ICT within the Art curriculum Improve pupils awareness of Art Ensure regularly changed, high quality displays around the school Success Criteria Ordered appropriate resources and safe working practices Greater awareness and enjoyment of Art throughout the school Tasks Personnel Resources Timescale Monitoring Process Impact Book workshops/performers/ resources for arts week All staff EMc to have an overview money time All complete by May H/T Audit and organise resources EMc & JB time complete by Easter order consumables EMc budget when needed Risk assessment reviews complete by Easter Feedback to staff Feedback to MG Feedback from staff Feedback to staff Children will have a greater awareness of The Arts Resources available and easy to locate Awareness of safe working practices 14

15 Collect examples for portfolio EMc folders on-going throughout 2013/2014 investigate art apps for ipads and use existing Espresso resources Put up a display showing the work of famous artists in the main corridor Organise a display rota for all shared areas in the school to ensure that all displays are changed at least termly. Evaluation processes: Are resources readily available to staff ask for feedback Child and parent evaluations of Arts Week EMc time complete by Easter EMc time complete by Easter EMc time first rota complete by end of February termly Feedback to staff Feedback to staff What artists have children noticed? EMc to ensure staff change displays termly celebration and evaluation a tool to show quality art teaching and areas for development Greater knowledge of artist, techniques and styles Greater awareness of famous and influential works of art and artists High quality displays to instil a sense of achievement in the children and to show visited our wonderful learning Priority: To further develop the teaching and learning of Design Lead: Emma McGill and Technology Targets for 2012/2013 Evaluation A portfolio of evidence is available On going Evidence of D & T in the creative D & T features in planning sessions for creative curriculum curriculum On going Greater use of the Wild Life area Targets for 2013/

16 To review and replace resources To review risk assessments Continue to develop portfolios of work Children to carefully evaluate their products and use evaluation to inform further designs Success Criteria Tasks Personnel Resources Timescale Monitoring Process Impact Audit and organise resources EMc & JB time complete by Easter 2013 order consumables EMc budget when needed Risk assessment reviews EMc complete by Easter 2013 Collect examples for portfolio EMc folders on-going throughout 2013/2014 Investigate advice on the hgfl to support children with evaluation of their products EMc time complete by May 2013 Evaluation processes: Are resources readily available to staff ask for feedback Children to complete simple evaluation forms and identify their next steps Feedback to MG Feedback from staff Feedback to staff Feedback to staff Staff meeting Feedback from staff resources available and easy to locate Awareness of safe working practices celebration and evaluation a tool to show quality art teaching and areas for development children identify next steps to learning 16

17 Priority: To make better use of assessment information to ensure all children make progress 2013/2014 Lead Staff Member Ruth Moor Impact and evaluation from previous year Targets (2011/2012): Continue data collection across the school 3 times a year. Scrutiny of literacy and numeracy each term. Teachers and SENCo to work together to plan, implement and assess interventions. Evaluation: Pupil Progress meetings are now in place across the school three times a year. All key staff are aware of children s progress and levels and work together to ensure children achieve. Literacy and Numeracy scrutinys and lesson observations are carried out each term by the Head teacher and the subject co-ordinators. Interventions are put in place on an individual class basis and are reviewed every 6-8 weeks to ensure that they are providing the necessary support for individual children and that children are moved on appropriately. A whole School Raising Achievement Plan has been produced to help support all areas of the school in raising the achievement of children in line with national expectations. Assessment Manager 7 training has been completed by the Assessment co-ordinator and they are starting to use this program to produce accurate records of assessment and attainment. This is saving the Assessment Co-ordinator time in the production of these materials. Target (2013/2014): To ensure that new methods of data recording are used to ensure all children are making good progress across key curriculum areas. 17

18 Success Criteria: Pupil Progress Meetings are held three times a year where up to date pupil assessment details are compared against targets and a record of the next development steps is completed. Literacy and Numeracy Scrutinys to be continued alongside lesson observations with Planning scrutinys introduced. Whole School Raising Achievement Plan (RAP) is introduced to all staff and the Board of Governors. The RAP is to be reviewed at each Pupil Progress meeting to ensure progress is being made on each element. Assessment Manager 7 is used to compile records for the whole schools attainment at each Pupil Progress Meeting. Tasks Personnel Resources Timescale Monitoring Process Impact Pupil Progress meetings held three times a year to gather teacher assessments of children from APP judgements. Next Steps are discussed with all teaching staff and published. These are shared with Governors. Work Scrutinys carried out once a term for literacy and numeracy ensuring the amount of work and level of work in these areas is in line with expectations. Planning scrutiny in place to ensure suitable and appropriate differentation is in place to ensure all children make Individual class teachers Head Teacher Assessment Co-ordinator SENCo Govs. Individual class teachers Literacy and numeracy coordinators. APP Files/Pupil Progress file AM7 RAP Staff to be free from lessons for half a day. Time given to Assessment Cocoordinator to collate information Literacy and Numeracy books collected once a term for Scrutiny. All planning (weekly and termly) for numeracy and literacy to be Ongoing throughout 2013 / 2014 Ongoing throughout 2013 / 2014 Pupil Progress meetings APP files updated on a half term basis. SATs tests and end of year assessment. Work scrutiny Progress against school RAP. Report to Gov s each term. All children s books to be marked up top date using the school marking policy. Key staff to regularly monitor planning across the school and to use the planning when observing lessons. All staff up to date with children s progress. Individual children targeted for interventions where needed. Interventions arranged and introduced with regular monitoring. Children continue to make good progress. Govs more aware of children s progress throughout the year. Work in books reflects learning in class and marked in line with school policy. Planning impacts class teaching to ensure that areas of development are addressed. Effective differentiation within 18

19 progress. Head Teacher available in R Drive for key staff to access. teaching enables all children to make progress in all lessons. Use of Assessment Manager 7 (AM7) in the collation of data at the school. Further training required for the Assessment co-coordinator to keep up to date on AM7 developments. Further training for Assessment coordinator regarding the new EYFS and how this assessment is to be collated and interpreted. Evaluation processes: Improved results Tracking of pupils Staff feedback Lesson evaluations Literacy and numeracy coordinators. Head Teacher SENCo AM7 is currently being used to collate basic assessment details and to produce reports. Cost on time and paper. Further training opportunities to be investigated. Cost of training approx 500. Obgoing throughout 2013 / 2014 AM7 reports produced by the Assessment coordinator are collected by the Head Teacher. AM7 reports and a presentation is produced for Governors. AM7 used to produce up to date data for staff and governors across the school. This will ensure monitoring of progress is more robust. Assessment coordinator to be up to date in the latest methods of recording. 19

20 Priority: Develop the provision for Improving Attendance Target (2013/2014): To encourage higher attendance from all pupils Success Criteria: To achieve an average attendance of 96.4% by July 2013 and to maintain that until April 2014 Tasks Personnel Resources Timescale Monitoring Process Impact Work with Rosemary Jenner Attendance Officer and provide all the necessary data FR Time Ongoing Termly review of attendance data Better Attendence Letter to be sent home to all pupils saying no approval will be given for holidays, written by Network schools Keep a holiday record which monitors the number of days holiday taken Class of the week is the one with the best attendance. Reported in weekly newsletter. MG and Network Heads Time Jan 2013 Governors to approve at meeting in Spring Term FR Time Ongoing Attendance Officer recommended this procedure to other schools. Improve attendance as less holidays taken Improve attendance as less holidays taken MG Extra playtime Weekly SIMS Pupils see this as aspirational Evaluation processes: At the end of the Summer term we will compare this year s figures with last years. All absence letters and request for holidays are filed. 20

21 Priority: Develop the provision for Improving Behaviour for Learning Target (2013/2014): To encourage better behaviour from all pupils Success Criteria: To have no exclusions by July 2013 To have no entries in the bullying log by July 2013 To have improved behaviour across the school To implement Protective Behaviours across the school Personnel Resources Timescale Monitoring Process Impact RM, LR,MG KG GMM Training for RM,LR,MG July 2013 All pupils to be aware of Protective Behaviours. Small group to start work with GMM and KG All pupils aware that there is no problem so great that we can t deal with it and that there is always someone you can talk to about anything however big or small. To review our behaviour policy MG Time March 2013 Ongoing process All staff are aware of and understand our behaviour policy The introduction of the hurtful incidents log to record low level bullying MG and all staff Time Ongoing Used to build up a picture to record patterns of behaviour. Less low level behaviour incidents To encourage pupil voice MG Time Weekly To initiate Talk Time Tuesdays each week to allow pupils the opportunity to talk with one another about common issues. To introduce 1 hour PHSE in each class every week. Pupils able to feel that there is someone to talk to All staff Time Ongoing Pupil voice. Children will respect and be kinder to each other Evaluation processes: At the end of the Summer term we will have no exclusions or entries in the bullying log, behaviour in general will have improved. Children will feel safe.. 21

22 Priority: To maintain the upkeep and repair of school buildings Lead: Margaret Gilbert Targets for : To ensure that heating is kept at the required temperature for all Draughts in school to be eliminated New sheds to be provided with guttering School server to be stored more securely Gutters to be cleaned regularly All metal light switches in school to be replaced Facia cleaned and repainted Solar reflective paint to be used on flat roof All external wooden windows to be repainted External walls to be free of deterioration To ensure that the shed doors close and lock Success Criteria: The heating will be set at the required temperature for all Heat will be maintained in the main corridor Water will be directed off the roofs effectively and increase the shed s length of life Server will be safe from accidental damage Water will drain efficiently Items not in constant use will be stored away Money to be set aside each year so that when a large expenditure is needed, there are funds available to support this No untidy or dangerous areas with exposed wires Timbers are clean and kept in good order 22

23 Doors of outdoor sheds will shut correctly to protect their contents Tasks Personnel Resources Timescale Monitoring Process Impact To service and balance the Bennets of April 2013 radiators and heating system. Luton Draught excluders to be fitted SLT 50 Aril 2013 to old entrance adjacent to HT office. Guttering to be added to new SLT Spring 2014 sheds. Server to be boxed in. SLT 200 April 2013 To avoid the build up of debris SLT Community Ongoing and consequently overflowing water, Payback gutters should be regularly cleaned out. High level storage solutions to SLT 200 April 2013 be investigated for ICT area. All out dated metal light switches to be replaced with modern equivalent. To keep roof in excellent condition and consequently protect school buildings. The soffit above the long wall alongside the hall needs repainting SLT SLT SLT Contingency fund Community Payback TBA when budget allows Ongoing July 2013 Checked at the last wiring check and was deemed to be safe Playground to be pressure SLT Community July 2013 washed. Payback New light fittings to save energy FR/MG 2,600 March 2013 First payment April 2014 No cost to school as savings of over 800 per year 23

24 Priority: Further develop Early Years Provision Targets for 2012/2013 To continue the development of the outdoor learning area To continue to create more storage for indoor resources Lead: Emma McGill Evaluation: On going All indoor resources audited and sorted. Targets for 2013/2014 To continue to develop the outdoor learning area Entry on to HQS and completion of first modules Encourage home/school links and ensure that parents /carers feel involved and valued Invite parents/carers in to school to spend time with their children looking at learning journeys and celebrating special occasions Provide Phonics and Mathematics sessions for parents/carers to observe Success Criteria Parents feel included and valued Acceptance onto HQS Resources are readily available and appropriate Tasks Personnel Resources Timescale Monitoring Process Impact Audit and classify resources in sheds to ensure coverage of all areas of learning and efficient use of space and resources EMc time end of summer term 2013 Register interest in HQS process EMc time money Spring term 2013 or 2014 Feedback to MG Feedback to MG wider variety of resources and learning opportunities due to organisation and ease of access Opportunity to start a formal process of evaluation and improvement 24

25 Fulfil environmental rating criteria for acceptance on to HQS Communicate clearly and consistently with parents and carers to ensure a clear picture of routines and practice in class Build partnerships with parents and carers through daily communication and invitations to join us in class. Home/School communication books set up Work on smooth transition from Cygnets to Reception Evaluation processes: Home school books Parent questionnaire Parents comments Feedback from drop-in sessions EMc/MG/RM time 1,250 EMC home/school communication books May HT 2013 or 2014 on going throughout 2013/2014 EMc/JB Time on going throughout 2013/2014 EMc exercise book labels on going throughout 2013/2014 EMc/DW/CE time on going throughout 2013/2014 Feedback to MG/RM Discussions with parents Record of communication in message book and a record kept of attendance at events Feedback to MG Feedback to MG Assurance of high standards. Official recognition from County on completion. Parents will feel welcome in school and involved in the education of their children parent understand what goes on when there child is at school Clear understanding of the teaching learning taking place in school Anxiety free transitions 25

26 Priority: Develop the provision for Equality 2013/2014 Lead Margaret Gilbert Target: The equality duties and protected characteristics of race, gender, disability, religion and belief, sexual orientation, pregnancy and maternity, gender reassignment are included as an explicit aim of all the school s policies and key documents and underpin all we do in school. Success Criteria: Eliminate unlawful discrimination, harassment and victimisation Develop a positive attitude to equal opportunity by all staff, children, parents, governors and all who participate in the life of the school. Acknowledge the richness and diversity of British society and prepare children for their part in it. Tasks Personnel Resources Timescale Monitoring Process Impact The school s Equality scheme and suite of policies and procedures are regularly reviewed and their effectiveness evaluated All staff and governors Time Ongoing In achieving the 3 aims of equality legislation eliminate discrimination, advance equality and foster good relations No evidence of discrimination. Equal opportunities for all. Good relationships within the school and wider community To promote ethnic equality involving pupils from a range of ethnic, cultural and religious backgrounds and their parents and carers. To ensure all vulnerable groups are accessing the curriculum and have equal access to out of school activities and musical opportunities. Evaluation processes: Pupil premium Take up of music lessons Reviewed policies SATs results All staff 450 July 2013 Work within the school and our partners at Hillborough and Rathenbone school. With new contacts in Guatemala Drumming Day as part of our Arts Week All Staff 250 Pupil Premium Ongoing To ensure all staff are aware of vulnerable pupils and have access to funding arrangements to provide for them Pupils interact easily with children of different cultural, ethnic and religious backgrounds. All pupils regardless of characteristics or background can make the desired progress 26

27 Priority: To ensure effective Extended Schools and Community Cohesion Lead: Margaret Gilbert Targets for 2012/2013 To work closely with the Extended School s Consortium to help vulnerable families To ensure that all pupils in receipt of a CAF have access to after school activities To broaden knowledge of multiculturalism To run a successful breakfast and after school club Evaluation All pupils, regardless of family income have access to after school activities All pupils in receipt of a CAF have extended opportunities available to them All pupils feel comfortable with children and adults of different colours and religions Breakfast club established Tiny Wings under fives group started. Community Café now runs through every school holiday plus Summer Holiday events. Targets for 2013/2014 To continue to provide Breakfast Club each day and establish After School Provision To continue to forge links with Hillborough School and Rathembourne School Success Criteria: All pupils have available access to extended school provision Tasks Personnel Resources Timescale Monitoring Process Impact HT to ensure that all learners in school are not compromised by low income through access to funds for extra curricular activities. To continue to work with our extended school co-ordinator and Family Support Worker for help with vulnerable familiews HT MG, LS,KG Funding to be sought Pupil Premium Funding pools sought Pupil Premium July 2013 April 2014 July 2013 April 2014 Pupils attendance and access to extra curricular clubs reviewed and carefully monitored. Regular catch up meetings All pupils making the same levels of progress All pupils and their families are getting the most from outside agencies HT to seek activities out of HT Fund Account July 2013 Personalised Commissioning All pupils with a CAF have 27

28 school hours and during holiday periods to support children who have a CAF HT to work with teachers and pupils to broaden the knowledge of multiculturalism through the close partnership with Hillborough Junior School in Luton. All staff Transport costs School Council to visit in summer term April 2014 July 2013 April 2014 funding sought for all pupils in the CAF process Impact of partnership monitored by HT. access to out of school activities To continue to see improvement in our multicultural relationship with other schools. Evaluation processes: Interviews with pupils Parent and pupil questionnaires Talk Time Tuesdays 28

29 TARGETS: Governing Body to make strong effective relationships with stakeholders whilst fully understanding the strengths and weaknesses of the school, which will enable the Governing Body rigorously to challenge, and to support senior leadership in further improving the school. There is a new chair of the FGB, and new chairs of Curriculum, Resources and Publicity. TASKS PERSONNEL RESOURCES TIMESCALE MONITORING PROGRESS IMPACT (a) To become effective so as to fulfil targets. 3 Chairs Head Deputy Head Governance training Meetings with Head and Deputy Head Sept 2012 to July 2013 Feedback 360º audit Improved professionalism and effective running of FGB and of other committees, enabling timely monitoring and scrutiny. HIP HIP (b) To develop good working relationship with Head 3 Chairs Head Weekly meetings between Chair and Head Continuous and telephonic contact between Chair and Head Ongoing Feedback FGB agenda, meetings and minutes Sound working relationships, able to withstand challenge and scrutiny 29

30 TASKS PERSONNEL RESOURCES TIMESCALE MONITORING PROGRESS IMPACT (c) Use of C.C. and R.C. to improve questioning and monitoring of leadership with full reporting back to FGB for action C.C., R.C. and FGB Agenda and minutes of C.C. and R.C. Termly meetings: November 2012, February 2013 and Minutes from C.C. and R.C. circulated in advance to FGB, with subsequent written questions to Chairs for discussion More effective discussion centered on important issues for school, and therefore more effective leadership. July 2013 (d) Governor school visits to individual staff members with whom they are linked FGB Staff Governor visits Form Training of Governors in areas of specific responsibility Termly Governor visit Form Reports back to, and discussion at, FGB Data analysis Meetings to review data with staff Promoting clear understanding of impact of initiatives being undertaken in school, enabling sound monitoring. (e) Understanding strengths and weaknesses of school FGB Head Deputy Head School Development Plan Raise online Pupil progress Data analysis Meetings to review data with staff Increase specialism on Governing Body leading to full understanding of issues and informed use of data. 30

31 TASKS PERSONNEL RESOURCES TIMESCALE MONITORING PROGRESS IMPACT data (f) Improve FGB skills FGB Training Access to data Attendance by Governors at Safeguarding courses November January 2013 Assess impact of training on Governors Maintenance of records Gaps in FGB highlighted, and Governing Body extended by appointment of two Governors with areas of speciality in Publicity and Accounts. Also, greater knowledge and increased ability to develop strategies to identify areas requiring improvement. (g) To inform, listen to and engage and involve parents in school life. Parent Governor s Chair Head Use weekly news to inform parents of Governor input Chair s termly letter September 2012 January 2013 April 2013 Governors presence at Parent Evenings Feedback letters from parents Coffee mornings Informed, engaged parents who actively promote the school by word of mouth. 31

32 ICT DEVELOPMENT PLAN 2013 Impact and evaluation of last year. Purchased:- 10 Ipads (whole school). 10 laptops (year 3/4). Television purchased (Reception) to display children s work and key dates. Television in hall successfully utilised for INSET staff training events, assemblies and film clubs. New creative ICT curriculum and assessment guidelines devised for all key stages and shared with staff during INSET training September Mini guides for regularly used programs have been provided within central resource area. October Community event run by pupils from all key stages, for parents and the local community to find out how technology is used throughout the school including E safety advice. BBC visit to ICT Club resulted in two pupils being filmed illustrating the link between technology and real life contexts (due to be filmed 2013). All year 5 & 6 children now taught how to use Scratch Animation (utilised in secondary education) in a cross curricular context. Policies: Mobile phone policy, plus whole school internet safety assembly February 2013 (enabling children to have some understanding of safety using a range of technology including mobile phones and gaming hardware). Target: To continue to make cutting edge technology available and usable by staff and pupils. Success Criteria: Teachers and pupils to be trained to use ICT confidently and effectively. Cutting edge technology available to all within the school and the local community Levels of achievement raised. Tasks Personnel Resources Timescale Monitoring Process Impact Smartboard INSET for all staff to share skills E Taylor/all staff 2013 and resources. Sam Learning available Espresso Available Accelerated Reader available All staff Training Feb 2013 Homework club Offered. Develop Sandon TV MB/MG 2013 To monitor and review ICT and internet safety policy including E safety where necessary. 32

33 To develop website 2013/2014 Annual technology parents and community MB 2013 (OCT) event to be scheduled. X 250 appx 2013/2014 New laptops Class 1 Hand held camers still/video x 5 Staff and pupils equipped with the skills and All staff Staff Time 2013 competencies necessary for the future. Evaluation Processes: Resources Committee Audit. 33

34 Priority: Develop the provision for Literacy 2013/2014 Lead Staff Member Ruth Moor Impact and evaluation from previous year Targets (2011/2012): Evaluation: Introduce a more robust and centralised method of recording progress in reading and writing at three key stages in the academic year across the school. All children to make good progress in their writing and reading this academic year. To increase the number of children achieving level 4/5 in writing and reading at the end of KS2 SAT s Test. Evaluation of assessment results across the school indicates that although there is progress in writing and reading across the school, this level needs to be increased. Not all children made their minimum of 2 sublevels of progress last year. However, there has been a staff change and this has had an impact on some children s progress, particularly in lower KS2. Not all children in YR6 SAT English SAT tests. However, 79% of children who did sit the tests received a level 4+ last year, which is a 7% percentage increase on previous years. A cycle of assessment and monitoring of progress is now in place across the school throughout the academic year. This takes the form of three Pupil Progress meetings a year involving all key teaching staff and the Head teacher. New reading and writing programs have been introduced across the school and the impact of these is being monitored over the next 12 months. Target (2013/2014): To continue to raise standards across the school in writing and reading Success Criteria: To use the Pupil Progress meetings each term to initiate intervention work to ensure school wide targets are achieved. 34

35 All children make good progress in their writing and reading this academic year. To increase the number of children achieving level 4/5 in writing and reading at the end of Key Stage 2 SATs tests. To monitor impact of Accelerated Reader and the Big Write program across the school and to report back to Governors. To ensure a minimum 75% pass rate level for KS1/YR1 Phonic Screening. Tasks Personnel Resources Timescale Monitoring Process Impact Assessment focused tasks: APP files kept in each class and updated and reviewed a minimum of each half term. Children s progress shared centrally 3 times a year at Pupil Progress meetings. Individual targets for children. Targets shared with parents and information on supporting their children with their targets. Lesson observations carried out a minimum of each term. Literacy scrutiny carried out twice a year feedback shared with individual teachers. Reading focused tasks: Accelerated Reader program intoduced across the school. Launch in September 2012 for the accademic year Event planned to introduce new AR reading scheme to Parents and FAQ leaflet given out. Staff to use the data from the AR Individual class teachers Literacy coordinator Gov s Literacy coordinator Individual class teachers Support staff APP Files Pupil Progress file Individual Literacy books Possible materials for writing tasks AR program cost YR approx (Ongoing each YR ) Update and re stock of books approx FAQ leaflet produced and given Ongoing throughout 2013 / 2014 Ongoing throughout 2013 / 2014 Reading assessments each half term End of year reading Pupil Progress meetings APP files updated on a half term basis. SATs tests and end of year assessment. Target Setting Work scrutiny Raising Achievement Plan produced for the whole school Regular reading assessments in line with APP targets Renewed focus on 1:1 reading across the school with focus given to KS2 Renewed focus on Guided Reading across KS1 and KS2.. More pupils achieving higher grades. All pupils making expected levels or above. Well timed and focused interventions to be put in place and impact monitored for those children who are struggling. Raising the profile of reading across the school. To improve children s reading comprehension across the school. Whole school focus on Reading to Learn and not learning to read. 35

36 scheme to help APP and assess children s comprehension. More emphasis given to the listening of childrens s reading on a 1:1 basis. Where parent helpers are involved, inhouse training should be provided. Writing Focused Tasks: Introduce the BIG Write programme across the school 2012/2013 and monitor its impact. One Big Write activity run in each class each week. 10 minute VCOP activities run each day in each class. Writing APP levels to be monitored and assessed on a half term basis by all class teachers. Focus on transferring of Letters and Sounds knowledge into everyday writing within KS1. Letters and Sounds understanding assessed across KS1 on a half term basis. Opportunities for writing to be integral to all curriculum subjects. Literacy coordinator Individual class teachers Support staff to all parents - 20 Staff overtime to initiate scheme approx Parent helper training (in-house) 20 Big Write Training for all staff. Display materials for all classes - 50 approx. results. Ongoing throughout 2013 / 2014 APP Assessment collated and Phonic assessments completed each term. Regular Big Write writing tasks assessed against Big Write criteria and APP statements. Observations of VCOP and Big Write sessions each term. Observations of Phonic sessions each term. Collation of work from cross curricular activities to be assessed alongside APP targets for writing. To provide more opportunities for children to practice their reading skills across the school.. To raise the profile of writing across the school. To increase the levels of writing across the school. To ensure the teaching of basic writing skills is monitored effectively. Improved amount of children passing the Phonic Screening test at the end of YR1. Evaluation processes: Improved results Tracking of pupils Staff feedback Lesson evaluations 36

37 Priority: Develop the provision for MFL Lead Margaret Gilbert /Lucy Arnold Impact from last year. MFL has a better profile within the school. We must ensure that the transition from Year 6 to seven is smooth and that our children are at the same level as all other feeder schools. Target: To develop the role and skills of MFL co-ordinator, working closely with Network schools to raise achievement. Induction of new co-ordinator in Autumn Term Success Criteria: Increased awareness of co-ordinator requirements. Increased range of skills/knowledge to aid teaching and enjoyment, induction of new co-ordinator Involvement in the transition process from KS2 KS3. Networking opportunities Assessment uniformity throughout the key stages. Autonomy for children to own parts of their own learning in MFL To deliver current and up to date initiatives. Tasks Personnel Resources Timescale Monitoring Process Impact To attend training and continue to keep up to date with materials available to buy. To attend cluster meetings to establish a co-operative environment for the benefit of all children and aid the smooth transition between Primary and Secondary school transition To encourage French speaking in our Infant class. MG/LA Purchase scheme that KTS have recommended all feeder schools to buy. July 2013 Materials in place Ensure that basic Work with Network Schools and KTS skills (Given by KTS) are tested before the end of the school year. LA Time Ongoing Pupils need to be able to speak the words before learning how to write them. Pupils and staff feel happy and confident Pupils have the same language background and knowledge as other Year 7 pupils Better knowledge of French when they start to learn to write it 37

38 To introduce French/ English dictionaries MG Summer Widespread use of dictionaries in classrooms. Better understanding of words and phrases are able to check independently. To up skill Key Stage 2 staff in the teaching and assessment of MFL MG Time/ Course fees/ Supply cover Staff are confident Pupils have a greater knowledge of French Evaluation processes: Pupil Voice, Assessment, Staff meetings 38

39 Priority: Develop the provision for Music Target: Maintaining high standards in Music provision and take up by pupils. Success Criteria: Continue range of instrumental tuition Vary enrichment activities, performances and projects. Strengths and aspects for development in music teaching are clarified Tasks Personnel Resources Timescale Monitoring Process Impact All junior children have an experience of learning an instrument and how to read music TW/MG 500 From April 2013 to April 2014 Buying into the Wider Opportunities Scheme for the next year for Years 3 and 4 All pupils regardless of economic background have equal access to trombones. Encourage take up of instrumental tuition through concerts, open evenings MG Busking Day No cost Jan 2013 Termly 2013 Liaise with staff and co-ordinate events. Search for funding for vulnerable pupils. All pupils regardless of economic background have equal access to instruments. Increase the range and variety of 100 music clubs for KS1 and KS2. Safe storage for instruments Teachers provide regular composing activities in class using percussion instruments Musical play areas created outside Whole Staff 100 Spring/Summer Whole school enjoyment of music within our Arts Week Links with community and Secondary School developed Evaluation processes: Pupil voice, lesson observations, greater take up of tuition 2014 EMG/MG 500 Summer Term MG/ET Time Spring Term 2013 Monitor drop out rate liaise with instrumental staff Space available for small group work Additional resources identified Performance by pupils and artists African Drumming booked for Music Festival at KTS Children are able to access music through play Greater confidence in music and more take up of instruments Pupils have positive enjoyable musical experiences with their peers 39

40 Review of 2012 targets: To monitor the progress and attainment of children through the use of APP. Across both KS1 and KS2 children are assessed every half term through APP. From these assessments teachers know the gaps in children s learning so teaching can be personalised and targeted. Results from these assessments are shared through pupil progress meetings. Children are given specific numeracy targets based on these assessments in parent / child targeting setting evenings. DEVELOPMENT PLAN 2013 NUMERACY Lead Teacher Emma Taylor To target children s individual needs and put in support accordingly. Short-term interventions are in place supporting children with personalised targets. Children who are not making the expected progress are supported alongside a HA year 4 pupil working in the year 5/6 class. These interventions are reviewed at pupil progress meetings and changed according to the needs of the pupils at that time. Target 2013: To raise the number of children reaching their own INDIVIDUAL potential. To monitor and assess the impact the Morning Maths Meeting has on the children s confidence and mathematical thinking. To monitor and improve the use of questioning to support and enhance learning in the classroom. A Morning Maths Meeting that promotes the use of open questioning and mathematical thinking has been trialled for a term in the year 5/6 class. Following a noticeable improvement in the children s responses, confidence and reasoning this project has been implemented across the school. Class teachers have been supported to do this through staff meetings, observations and resources. TASKS PERSONNEL REOURCES TIMESCALE MONITORING PROCESS IMPACT ET Observation July 2013 Half termly visits to classes time and staff and discussions with class meetings for teachers. feedback. To update and implement a consistent approach to ET / MG Planning time / staff 2013 Once the calculation policy has been updated, a termly Children to be more confident to discuss mathematical concepts and to reason verbally. To maintain a consistent and fluid 40